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INSTRUCTION 



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LIBRARY OF CONGRESS. 

i|ap.-._-. ©nit^r^ %.- 

UNITED STATES OF AMERICA. 



GEADED IlsrSTEUOTIOIT 



IN ENGLISH. 



FOR THE USE OF TEACHERS. 



^ J 



BY / 

ORYILLE T. BRIGHT, 

PEINCIPAL OF DOUGLAS SCHOOL, CniOAGO. 



hoy S?i832 ' J 



NEW YORK: 
D. APPLETOIS^ AND COMPANY. 

1883, 






COPYEIGHT BY 

D. APPLETON AND COMPANY, 

1882. 



PREFACE. 



The following course of instruction in Eng- 
lish was prepared solely for use in the school of 
which the author is principal. The solicitation 
of fellow-workers in Chicago who have watched 
its success is the reason for publishing it in its 
present form. 

The plan has already many friends, and the 
number is rapidly increasing as teachers see its 
practical working in the school-room. 

There is no denying the fact that, when 
judged by results, the usually adopted methods of 
teaching the correct use of the English language 
are a sad failure. 

This arises partly from faulty methods and 
partly from the lack of direct and systematic 
instruction during the first years of school life. 
Indeed, it is not too much to say that, in the 
majority of our public schools, during the first 
three or four years' attendance, children receiye 



PREFACE. 



no instruction whatever in the use of English ex- 
cepting that which is incidental to other studies. 

These, the most impressible years of life, are 
especially adapted to this instruction, because of 
the interest that may be aroused and the per- 
manence of the habits of speech then formed. 

So far as the common use of language is 
concerned, correct habits of speech will never be 
formed by the study of English grammar. 

One of the most common charges brought 
against the public schools by the journals is that 
pupils leave the grammar schools without being 
able to write a respectable letter, and with no 
knowledge of the most common business forms. 
Unfortunately, as regards the great majority of 
schools, the charge is true, and it is just as true 
that such results are unnecessary. 

The teacher who attempts the following plan 
without understanding the whole scope and in- 
tent of it, at least from the beginning of the 
book to the end of her own grade, and who does 
not make daily preparation for the lesson to be 
presented, can have only partial success — or fail- 
ure. The plan proposed is meant to be sug- 
gestive, but the teacher is expected to prepare 
and arrange her own lessons. 

What is wanted with little children is practice 
and not reasons. This can not be too strongly 



PREFACE. 



impressed. Hence, in early language-lessons omit 
the ^^why^^ altogether. The frequent repetition 
of this thought in the succeeding pages, is due 
to the strength of the author's belief in it, and 
his wish to impress it upon young teachers. 

A large majority of all ungrammatical ex- 
pressions may be grouped under a limited num- 
ber of . topics. It is believed that these topics 
may be successfully presented to children in pri- 
mary grades. This is the special object of this 
course of study. 

The arrangement of eyery topic presented and 
every suggestion connected therewith has been 
thoroughly tested in the school-room. 
Douglas School, Chicago, September 1, 1882. 



II^STEUOTIOIsr IIsT EI^QLISH. 



GENERAL EEMAEKS. 

Ijst giving language-lessons to little children^ 
the prime object should be to lead the children to 
talk freely about the objects and incidents that 
come within their obseryation^ and through means 
of this freedom to lead them to use correct forms 
of speech. If a thought is correctly exj^ressed in 
oral language, it will be in written, provided the 
child can spell correctly. Hence the prime im- 
portance of what is so greatly neglected — teaching 
cliildren to talk correctly. 

To be sure, there are many outside influences, 
especially the practices of the home, that will op- 
erate against the success of the teacher. But it 
must be remembered that, while in recitation, the 
mind of the child is on the alert for impressions, 
and that the word of the successful teacher is "law 
and gospel " to the learner. Hence an hour a day 
spent on this subject by an earnest teacher will 
largely, if not entirely, overcome the influences 
referred to. 



INSTRUCTION IN ENGLISH. 



It will rarely be necessary to give points of in- 
struction out of hand. They may all be drawn 
from the children by skillful questioning, and 
nothing pleases the child more than to furnish the 
correct form of speech. It will be found yery rare 
indeed that any error will be' made that none of 
the children will be able to correct. All that is 
wanted with little children is the correction, with 
no attempt at reason therefor. 

While any incorrect form of speech in school 
should be corrected at any time, still, if depend- 
ence for learning and habitually using correct lan- 
guage be placed upon these corrections only, fail- 
ure will be the result as it has been heretofore. 
The impression one is able to make in the face of 
all opposing influences will not be a permanent 
one, unless there be a controlling idea in the mind 
of the teacher when conducting a language exer- 
cise, so that the questions and answers shall be 
brought to bear upon the particular construction 
or constructions to be impressed. 

By taking up one topic of instruction at a time 
and in natural order, by constant reiteration in the 
sentences of the children, of the correct construc- 
tion wanted, by the correction of errors which will 
present themselves in these same sentences, and, by 
means of these corrections, placing in contrast the 
incorrect and the correct forms of speech, impres- 
sions will be made upon the minds of the children 
that nothing can efface. 

By securing the freedom of speech before al- 
luded to, the incorrect expressions used upon the 



GENERAL REMARKS, 



play-ground and in the homes of the children will 
be brought before the class for their criticism and 
correction, and it will not be long ere the same 
errors will be noted when not made in the school- 
room. 

In all cases of incorrect expressions, be sure 
that they are heard without repetition by the 
teacher. This will lead children to criticise each 
other. Any pupil who makes a correction should 
do so clearly and distinctly, and, by means of em- 
phasis, bring the incorrect and the correct form 
into strong contrast. One of the greatest benefits 
to be derived from the recitation will be gained by 
giving exact regard to this instruction. For in- 
stance, this sentence is heard: ^^ There is three 
apples on the table." The hands are raised for 
correction. James said, "There is three," etc., 
for or instead of ^^ There are three," etc. After a 
little practice the correction maybe, ^^He ought 
to have said," etc., each word being spoken dis- 
tinctly. At other times the correction may be 
made as follows : ^^ James ought not to have said," 
etc. Thus, ^^had ought" and ''hadn't ought" 
will be banished from the language of the children. 

Present one topic at a time, and thoroughly, 
before taking up another. The order of topics in 
any grade may of course be varied to suit peculiar 
circumstances, or as the teacher's judgment may 
dictate. 

Eecollect, again, there is to be no technical in- 
struction with little children ; no reasons for the 
use of words as employed. Secure correct use of 



10 INSTRUCTION IN ENGLISH. 

words and sentences by means of correct practice. 
The use of technical terms may be taken up when 
it is easier to do with than without them. 

The plan advocated will appear more fully in 
the following topics for instruction^ which have 
been divided into eight grades or years^ as this 
term may be .taken as the average time required in 
preparation for high-school studies. This classifi- 
cation may be easily adapted to any graded school. 

Again, carefully study any grade through ie- 
fore trying to teach it. Also hecome familiar loith 
the requirements preceding it. Lastly, make daily 
and thorough preparation for the lessons. 



FIRST YEAR OR GRADE. 

1. 
The use of '^ a^^ and '^ an.^^ 

The teacher first presents objects, and after- 
ward their names, and the children use a or an as 
they repeat each name. 

Before beginning the exercise, the teacher should 
have at hand a plentiful supply of selected objects. 

Allow the children, one at a time, to pass freely 
around the room and speak the names of any 
objects pointed out ; or tell them to point to those 
objects with whose names they can use a. Then 
to those with whose names an is used. 



FIRST YEAR OR GRADE, 11 

Make the exercise rapid^ working with, pupils 
both individually and in concert. Be careful to 
secure distinct and correct pronunciation. 

2. 

The use of nouns to denote one or more 
than one object. 

Begin by presenting objects, first one and then 
two or three of the same kind, requiring the chil- 
dren to name them. 

Follow this exercise with prepared lists of fa- 
miliar names, including as many nouns as practi- 
cable whose plurals are formed irregularly. The 
teacher uses the terms *'one** and ''more than 
one." 

In naming these lists, let the teacher first name 
one, and the children more than one. 

Then the teacher names the plural and the 
children the singular. Then the teacher names 
one form and the children the opposite, and tell 
which they give. 

Great care must be exercised that each form of 
every word is clearly enunciated. 

From this point, whenever practicable, require 
the answers of the children to be complete sen- 
tences. 

3. 

Use of correct forms of the verb with sin^ 
gular and with plural nouns. 

First use the objects at hand, requiring some- 
thing to be told or asked about one, and then 



12 INSTRUCTION IN ENGLISH. 

about more than one, or vice versa. A great vari- 
ety of objects may be obtained by asking the chil- 
dren to bring their playthings to school, and in 
these they will be interested. Because they know 
about them they will talk freely, and this will in- 
dicate the first success of the teacher. 

The teacher holds to view a book, and secures 
the sentences : 

The book is old. The book has leaves. 
Is the cover of the book clean ? 

By presenting more than one : 

The books are old. The books have 
leaves. Are the covers of the books clean ? 

After using objects, take lists of words as be- 
fore, requiring each to be used in a sentence, and 
always following the use of one form with that of 
the other. 

Secure the use of two or more nouns with one 
verb, or of one noun with two or more verbs, thus 
leading the children to condense their statements 
in description. Thus : 

A book is on the table. 

An orange is on the table. 

A book and an orange are on the table. 

The question, 

Who is coming to school to-morrow ? 
will secure such sentences as : 

Mary, James, and Harry are coming, etc. 

What can a bird do ? 

A bird can sing. 

A bird can fly. 

A bird can build a nest. 



FIRST YEAR OR GRADE. 13 

A bird can sing, fly, and build a nest. 

Especial attention will be required in sentences 
beginning with the expletiye ^^there/^ when the 
noun is plural, or when speaking of two or more 
singular nouns. 

There is an apple on the table. 

There is a child on the platform. 

There are apples on the table. 

There are children on the platform. 

The following is more difficult, and should not 
be attempted until great facility has been acquired 
in what precedes : 

There is a book on my desk. 

There is an orange on my desk. 

There is a pencil on my desk. 

There are a book, an orange, and a pencil 
on my desk. 

4. 

The use of ^^this^^ and ^Hhat/^ and of their 
plurals. 

These words will be used by the children almost 
from the beginning of the lessons. 

Showing a pencil : 

What is this ? 

That is a pencil. 

That pencil is in your hand. 

That pencil has been sharpened, etc. 

By showing two or three : 

Those are pencils, etc. 

By requiring the child to hold the pencil or 
pencils^ the use of tJiis and these may be obtained. 



14 INSTRUCTION IN ENGLISH. 

First use with visible objects and then without. 

The teacher must bear in mind, in teaching 
the use of these words, that two objects should be 
kept in view : the use of the correct word as re- 
gards number, and also as regards the position of 
the object or objects named, with reference to the 
speaker. 

The topics already indicated, taken in connec- 
tion with the natural timidity of children on en- 
tering school, will furnish the basis for instruction 
for a long time. Too much should not be under- 
taken during the first few weeks or months. The 
main object should be to secure freedom of expres- 
sion on the part of pupils. 

Care must be constantly exercised that what- 
ever the children say shall be distinctly enunciated. 
Almost any amount of time and pains which se- 
cures this end will be well spent. 

5. 
Use of adjectives. 

The special object is to facilitate the expression 
of apparent qualities of common objects, and thus 
lead slowly to extended description of such ob- 
jects. 

First require complete sentences, each express- 
ing a single quality of the object presented. Then 
the combination of two or more of these statements 
or questions into one sentence, being careful about 
the repetition of and. Thus : 

That coat is old. 

That coat is old and ragged. 



FIRST YEAR OR GRADE. 15 

That coat is old, ragged, and dirty. 

In connection with this topic an excellent prac- 
tice will be to require reasons for some of the state- 
ments made. Thus : 

That is an old hat. 

How do you know ? 

I know that is an old hat because it has 
holes in it. 

I know that is a new pencil because it has 
not been sharpened, etc. 

6. 
Use of adverbs. 

The errors appear in using adverbs derived from 
qualifying adjectives^, or what are called adverbs of 
manner. 

Secure from the children sentences describing 
some action of the teacher or of one of the pupils. 
Thus: 

The teacher walks slowly across the floor and 
asks the question : 

What am I doing ? You are walking. 

How am I walking? You are walking 
sloWy will very likely be the answer of every pupil 
in the school. 

The correct answer may be obtained from the 
pupils, and should be repeated by them in concert. 
The same word may then be used in describing 
other actions. 

Then this question should be given : 

What kind of walking is this ? 

That is slow walking. 



16 INSTRUCTION IN ENGLISH. 

How dim I walking ?. 
You are walking slowly. 

Bring out in the strongest manner possible the 
contrast between the correct use of the adjective 
and of the adverb derived from it. After a while 
such sentences as the following may be secured : 

That is slow walking because you aire 
walking slowly. 

You were reading nicely because that 
was nice reading. 

Mary is writing well because that is good 
writing. 

Secure from the children as many words as pos- 
sible describing the same action^ and the use of 
two or three of them in one sentence. As : 

James does his work slowly and care- 
fully. 

After thorough drill in the use of words de- 
scribing actions that can be seen by the children, 
any others maybe described, or words may be given 
for use in sentences, alternating adjectives and ad- 
verbs. 

It should be borne in mind that the number of 
adverbs of manner given in this grade must be 
quite limited, and only those in very common use. 

7. 
Use of personal pronouns as subjects of 
verbs. 

Secure the use of these words singly, then in 
combination with nouns, then in combination with 
each other. 



FIRST YEAR OR GRADE, 11 

First, great facility should be acquired in using 
the pronoun with the correct form of the yerb, and 
in changing from one number to the other. Thus, 
after the child has given the first of each of the 
following pairs of sentences, secure the other, by 
simply saying "with more than one/^ 

I have my slate on my desk. 

We have our slates on our desks. 

I gave the apple to him. 

We gave the apples to them. 

The boy has lost his knife. 

The boys have lost their knives. 

The little bird was building its nest. 

The little birds were building their nest5, 
etc. 

Second, the use of the noun and pronoun to- 
gether. Thus : 

Who is standing ? I am standing. 

Who else is standing ? Mary is standing. 

Give the two answers in one sentence. 

A variety of answers will very likely be given. 
As: 

Me and Mary, Mary and me, I and Mary, 
Mary and I, are standing. 

Have the correct answer repeated several times. 
In like manner secure the use of he or she with 
one noun, and then with two or three, in the same 
sentence. 

Third, the use of two or three pronouns in one 
sentence. Proceeding as before, require the use of 
the pronouns instead of names, and secure the sen- 
tences : 



18 INSTRUCTION IN ENGLISH. 



He and I are looking out of the windowo 

He, she, and I have first readers. 

You, he, and I are reciting our lessons, 

etc. 

The correct use of the grammatical persons will 
also be secured. 

Giye especial attention to the use of was with 
pronouns requiring were, 

Nobody says we is, you is, or they is ; but we 
ivas, you was, and they luas are exceedingly com- 
mon, especially you was. 

The thorough handling of this topic will re- 
quire great skill and patience, especially with chil- 
dren of foreign parentage. 

8. 
Spelling. 

The question will arise as to the spelling of the 
words used. This should be acquired as rapidly as 
practicable. Of course, little or nothing can be 
accomplished in this regard at first, except in copy- 
ing words or sentences as the children learn to 
write ; but after a few months, or during the last 
half of the grade, the words used by the children 
should be spelled both orally and by writing in 
sentences. 

9. 

Thorough drill upon the use and orthog- 
raphy of the following words. 

be bee eye I 

dear deer hear here 



FIRST YEAR OR GRADE. 19 

hour our son sun 

know no their there 

knows nose to too two 

knot not wood would 

meat meet which whose 

right write wrote ought 
read red 

10. 

Teach the children to avoid the use of real in- 
stead of very. Eeal is never an adverb. 

Of have got and has got to denote possession. 

Of ainH and iija^nH. 

Of donH with a subject in third, singular. 
Don't is a contraction of do not. ^^He don'f is 
no more proper than ^^ He do not.'' 

Teach proper use of Iring^ fetch, and carry. 

Teach proper use of ought in questions, in order 
to avoid the use of the auxiliary. The corrections 
alluded to in General Eemarks will accomplish this 
purpose in statements. These two forms of ques- 
tions should be required : 

Ought Harry to leave his hat on the floor ? 

Ought they not to walk quietly into the 
room? 

11. 

Stories and descriptions. 

Oral repetition of little stories that the chil- 
dren may read at sight in the school-room, or 
that they may hear read by the teacher or by one 
of themselves ; or of stories and incidents that 
have come to the childi^en's knowledge outside of 



20 INSTRUCTION IN ENGLISH, 

school. Also oral description of objects in the 
school-room that may be presented to the children, 
and of their playthings or home pets. Encourage 
them to bring their playthings to school and give 
their history to their school-mates. 

In short, adopt any and all means that will 
make the children feel at home in the school-room, 
love their school, and that will induce them to talk 
freely. Thus will be secured freedom not only in 
the expression of ideas, but also in correct expres- 
sion. 

12. 

Copying lessons front the reader or frotn 
the blackhoard. 

Children in the First Grade can not study. 
They want something to do. Hence, when they are 
not reciting, they should be at work with their 
slates, and a large share of their time may be spent 
to great advantage in copying, provided they copy 
accurately. By this means they will, to some 
extent, learn the use of capitals, of punctuation- 
marks, and how to arrange sentences and para- 
graphs. 

13. 

Correction of ungrammatlcal expressions 
heard outside of the school-room. 

Of course, the sentences which they will present 
will be confined to a very few classes of errors, but 
the exercise will encourage a spirit of criticism, and 
also a care in talking when not under the imme- 
diate influence of the teacher. 



FIRST YEAR OR GRADE. 21 

A pupil may present a wrongly constructed sen- 
tence that he has heard and follow with the cor- 
rection, or he may present the sentence for others 
to correct. 

Never present ivritten nor printed sentences 
containing false syntax or incorrect orthography 
to children, 

14 

Abhreviatio7is. 

Meaning and use of : Mr., Mrs., Dr. (doctor), 
St. (street), Ay. (ayenue). 

15. 
Written exercises* 

The foregoing comprise the topics of the grade 
for oral exercises. Haying a good basis on which 
to build, the written work will be rapidly accom- 
plished. This will consist in writing sentences 
similar to those already used, with correct use of 
period and interrogation-mark, capitals to begin 
sentences and proper names, and the word I. 
Each pupil should be able to write his own name, 
residence, the name of the school, of his teacher, 
and of the principal. 

All writing of sentences should be neatly done. 
Wheneyer practicable, any sentences written in a 
careless or sloyenly manner should be copied before 
they are inspected by the teacher. 

The writing of sentences except from copy 
should not be undertaken during the first two 
thirds or three fourths of the grade. Writing is 
not to be expected in Topic 11. 



22 INSTRUCTION IN ENGLISH. 

The work indicated will demand time each day. 
A daily exercise of ten, fifteen, or twenty minutes 
for sixty or seventy pupils will not answer. From 
forty-fiye to sixty minutes, divided into such exer- 
cises as will best suit the teacher's purpose, may 
be very profitably devoted to this subject, and 
that without detriment to any other ; provided, of 
course, that the pupils are so classified that the 
same lesson may be given to all in the same room, 
and that they attend two sessions of school each 
day. 



SECOND YEAK OR GEADE. 



ISrief review of First Grade topics^ 

This will be necessary only when the grade 
work begins with the school year. 

In reviewing "this'* and "that/' give thor- 
ough drill upon the use of these words with " sort '' 
and " kind.'' By asking for the use of these words 
in sentences, the following answers will be obtained: 

Shall I buy these kind of pencils ? 

I do not like those sort of apples. 

Even "them kind " is not infrequently heard. 

In this connection present such subjects as the 
following, and require the children to complete the 
sentences : 

One of those boys- 
Each of these books — 



SECOND YEAR OR GRADE. 



Every one of the girls — 

Not one of us — 

Neither of the horses— 

Either of my kittens — , etc. 

The use of the plural noun in the phrase leads 
to the wrong use of the plural form of the verb 
and pronoun. 

A list of such subjects may remain upon the 
blackboard for daily use for a few weeks. 

This topic may be giyen later in the grade if 
the teacher prefers, and it should be carefully fol- 
lowed up in Third and Fourth Grades. 

2. 
The use of the different forms of irregular 
verbs. 

No part of the English language is more fruit- 
ful in errors than the irregular yerbs, and no exer- 
cise in language can be made more interesting to 
children than learning their correct use, which to 
very many of them will be something entirely new. 

Such verbs should be chosen for the first les- 
sons as may present actions for the children to see 
during the recitation. 

The following lesson will be suggestive to the 
teacher. Take the verb hreak for the first lesson. 

The teacher holds to view a stick of convenient 
length. 

If I want to make two pieces of this stickj 
what shall I do ? Break it. 

Kequire this and all other answers to be com- 
plete sentences. Let the sentence be repeated sev- 



24 INSTRUCTION IN ENGLISH, 

eral times^ and break be spelled singly and in con- 
cert. 

The teacher breaks the stick. 

What did I do ? Broke it. 

Tell me so. You broke the stick. 

Spelling as before. 

The teacher holds the two pieces to view. 

What have I done with this stick ? 
Broke it. 

Tell me so. You have broke that stick. 

That does not sound right. 

Hands will bo raised for correction, and the 
right word will be given in the sentence. 

All repeat the sentence together, spelling as be- 
fore. 

The pupils repeat Irealc, Irohe, irohen, yery 
distinctly after the teacher, and spell the words 
again. 

Then obtain a variety of answers to each of these 
or similar questions. 

How many ever broke anything, and 
when? 

How many have ever broken anything ? 

What had I done to this stick when I 
showed two pieces ? and other questions, secur- 
ing the answers has broken, is broken, was broken, 
etc., each in a complete sentence. 

The teacher may now call rapidly for each form 
in sentences given by the children, all being ready 
to correct errors, which will be numerous. 

This will be sufficient for a half-hour's lesson. 

Present other w^ords in similar manner, each 



SECOND YEAR OR GRADE. 25 

day reyiewing words preyiously giyen, until all the 
verbs in the list can be used with precision. Re- 
quire every form of every verb to be spelled when 
given^ so long as there is any doubt about its being 
spelled correctly. 

This will, of course, occupy a long time, as one 
new verb each day is certainly all that any teacher 
should undertake. To furnish variety, the topics 
of the First Grade are at hand. Of this more will 
be said farther on. 

Topic 6, in First Grade, may be greatly extended 
in this connection by simply asking ^^how ?'' when 
the sentences are given. As : 

Use some form of eat with yesterday. 

I ate my dinner yesterday. 

How? 

I ate my dinner slowly yesterday. 

Any special words called for in the sentence 
should be spelled. 

By requiring a different adverb with each suc- 
ceeding verb given in a recitation, or many differ- 
ent adverbs with the same verb, the vocabulary of 
the children will be extended and their facility of 
expression greatly increased. 

As the children get used to the recitation and 
to the requirements of the teacher, the questions 
may be very brief, simply to suggest the idea to the 
child. 

Suppose a portion of the recitation to be upon 
the verb '' to sit." Th-e following suggestions from 
the teacher will secure complete sentences from the 
children. 



26 



INSTRUCTION IN ENGLISH. 



Use a different word to tell how with each 
sentence. Use some form of " sit '* with yes- 
terday — to-morrow — have— is — was— will be 
— last night — next week — had — has — had 
been, etc. 

Thus a great yariety of answers will be secured^ 
together with almost absolute correctness in the use 
of the verb. 

When we consider the comparatively small num- 
ber of the irregular verbs, and also the fact that 
they are used many times more than all others com- 
bined, the importance of thoroughness in this topic 
can not be overestimated. 

Appended is a list of verbs to be presented. 
The teacher will choose the verbs as she wishes to 
present them : 

break do 

bite dri^ 

bring eat 

begin fly 

blow forg 

buy feed 

come free 

catch fall 

choose find 

3ut give 

irink go 

iraw groT 

The above list will require long and patient 
drill, extending over many weeks. 



break 


do 


hang 


ride 


sing 


bite 


drive 


hide 


rise 


sleep 


bring 


eat 


hold 


run 


speak 


begin 


fly 


hurt 


ring 


slide 


blow 


forget 


hear 


stand 


steal 


buy 


feed 


keep 


shake 


take 


come 


freeze 


know 


see 


tear 


catch 


fall 


leave 


strike 


think 


choose 


find 


lose 


say 


throw 


cut 


give 


lie (recline) sit 


teach 


drink 


go 


make 


sell 


write 


draw 


grow 


read 


send 


wear. 



SECOND YEAR OR GRADE. 2'? 

3. 
Use of the nominative forms of the per- 
sonal pronouns after 'Hs^^ and ^^tvas,'^ 

A child stands, and the teacher asks : 

Who is standing ? 

I am standing. (Require / to be empha- 
sized.) 

Who is it that is standing ? 

It is me that is standing, will undoubtedly 
be the answer. 

By repeating the first question, the correct an- 
swer will be obtained without much difiBculty ; and 
each correct sentence should be repeated many 
times to accustom the children to the strange com- 
bination of words. 

The following sentences will be obtained by 
tact and skillful questioning in regard to actions 
observed by the pupils : 

It is I that am standing. 

It was he that opened the door. 

It is he and I that are Ufting the chair. 

It was she that was walking. 

It is we that are reciting. 

It is he, she, and I that are looking out of 
the window. 

It was they who were whispering. 

It is you who are hearing our lesson. 

It was you who were writing on the 
board, etc. 

The questions should be so varied as to secure 
the use of the required words both in questions 



.28 INSTRUCTION IN ENGLISH, 

and in statements. The answers should be given 
either with or without the relative clause. 

4. 

Use of the objective forms of personal pro- 
nouns after transitive verbs and prepositions. 

The errors occur only when the pronoun is used 
in combination with a noun or with another pronoun. 

No child would say. The teacher told I to 
go ; but nearly every one would say, The teacher 
told Mary and I to go. 

Even among teachers, not one in ten uses pro- 
nouns correctly when the objective form is required 
in combination with other objects. Such sentences 
as these are the rule : 

The letter was sent to James and I. 

Can you not teach him and I to do it ? 

And with children even these : 

You didn't tell it to he and L 

I told he and she to go. 

To secure the desired result will be found very 
difficult, and it can be done only by means of great 
practice. 

The plan of j)roceeding will be suggested by 
Topic 7 in First Grade, and need not be detailed at 
length. One suggestion will be sufficient. 

To whom am I speaking ? 

You are speaking to me. 

To whom am I speaking now? 

You are speaking to Bessie. 

Give me both answers together. 

After getting the correct answer, require the 



SECOND YEAR OR GRADE. 29 

sentence to be given without using the word 
^^ Bessie/^ and thus secure^ 

You are speaking to her and me. 

5. 
Formation of the possessive singular. 

The almost inevitable use of the noun in the 
possessive singular, in the sentences of the children, 
renders it necessary that they should early learn to 
write it correctly. 

Without giving any rule, call for the spelling 
of such expressions as, John^s hat, the boy's book, 
etc., depending simply on the practice to produce 
the result. Then require the same expressions to 
be written on the slates, and used in sentences. 

Use only singular nouns in connection with the 
names of the objects possessed. 

6. 
Use and orthography of the folloiving words 
in addition to a thorough review of those in 
Topic 9 of First Grade. 

aunt ant knew new 

ate eight lain lane 

bare bear lead led 

blew blue made maid 

brake break pair pare pear 

buy by pail pale 

coarse course pain pane 

fore four pray prey 

flour flower ring wring 

grate great road rode rowed 



80 INSTRUCTION IN ENGLISH, 

rose rows steal steel 

sail sale tail tale 

sea see threw through 

sent cent whole hole 

some sum won one 

stair stare ware wear 

The use of these words, together with those in 
First Grade, should form a j)art of the exercises 
throughout the entire time in the grade. Children 
will be specially interested in discriminating in 
their use, and a variety of interesting ways to pre- 
sent them will occur to any intelligent teacher. 
Two or three only will be suggested. 

a. Each word may be printed or written upon a 
card or slip of paper so plainly as to be seen by all 
the pupils in the room. Then, as the teacher pre- 
sents a card, each child in turn forms a sentence 
containing the word seen. The teacher can thus 
remain quiet and the children do the talking. 

h. The teacher may present a card, and the pupil 

use and spell the other word having the same sound. 

c. The teacher may speak a word, and the pupil 

use, in one sentence, all words having the same 

sound, and then spell the words in order of use. 

These exercises, if rightly presented, always 
arouse genuine enthusiasm among jDupils. 

7. 
Use of adjectives in the comparative and 
superlative degrees. 

Two sticks of unequal length are given to two 
children who stand before the class. 



SECOND YEAR OR GRADE. 31 

Who can see any difference in the sticks ? 

One is longer than the other. 

Which stick has James ? 

James has the longest stick, will be the 
answer. By repeating the former question and 
securing emphasis upon the word longer, the cor- 
rect answer, James has the longer stick, will 
be obtained. 

Follow this with the opposite quality. 

Then present three or more sticks, and the 
children will soon see the distinction in the uses of 
longer and longest. 

Two pupils of unequal height will secure the 
use of taller and shorter, heayier and lighter, etc. 

Two books will secure the words, longer and 
shorter, wider and narrower, thicker and thinner, 
cleaner and dirtier, etc. 

The attention of children is easily held in this 
exercise, as they must in eyery case obserye the ob- 
jects in order to speak of their qualities. 

8. 
Pronunciation of words. 

The children should be able to tell readily the 
number of syllables in a word, and they should 
know the meaning of the teacher when she says a 
certain syllable is accented. Aside from practice 
in reading and in other lessons, prepared lists of 
words should be at hand, so that at least one exer- 
cise a day may be had in pronunciation. 

The list of words for one day's exercise should 
not contain more than fiye. They should be so 



32 INSTRUCTION IN ENGLISH. 

placed as to be easily seen by all. An exercise may 
be conducted as follows : 

The teacher pronounces each word yery dis- 
tinctly^ and the pupils repeat it after her, in con- 
cert, two or three times through the list. Then 
the pupils may pronounce them without the aid of 
the teacher. Then they may be pronounced by 
indiyidual pupils, and used in sentences. Lastly, 
a few preceding lessons may be joronounced by the 
class in concert. 

The whole exercise need not exceed five min- 
utes. 

Five words each day will make one hundred in 
a month. All the words in this grade about which 
there is any difficulty in pronunciation will not ex- 
ceed two or three hundred, so that the practice on 
them during the year may be almost unlimited. 

See Note B, at the end of the book. 



In addition to Topic 10 of First Grade, teach 
the children to avoid the use of the following : 
Learn for teach, 
DonH for doesnH, 
As lives for as lief, 
Good ways or long ways for long way, 

Proper use of shall instead of will in such ques- 
tions as : 

Will I bring my slate when the work is 
done? 

Will we go home at three o'clock. 



SECOND YEAR OR GRADE. 33 

Use of may instead of can in asking permission, 
as : 

My head aches ; can I go home ? 

Can we bring our dolls to school to-mor- 
row? 

10 

In addition to wliat is required in Toj)ic 15 in 
First Grade, the children should be able to write 
the situation of the school, the names of the streets 
in the vicinity, any given date, as July 15, 1880, 
the names of days and months and their abbrevia- 
tions, and such contractions and abbreviations as 
occur in the reader. 

11. 

Capitals and punctuation. 

The use of capitals extended from First Grade 
only to include names of days and months. 

In punctuation, add the use of the comma in a 
series of words, and to follow a name denoting ad- 
dress. 

The sentences required in writing will involve 
points of instruction presented in this and the pre- 
ceding grade. 

The work of the First Grade may be all thor- 
oughly reviewed and kept fresh in the minds of the 
children by constantly combining in the sentences 
required different points of First Grade topics. In 
fact, this sort of review should be kept up all 
through the course, and it may be, without at all 
impairing the force of the instruction in hand. 



34 INSTRUCTION IN ENGLISH. 

12. 
Same as Topic 13 of First Grade. 

13. 
Sight Heading. 

In order to promote connected expression of 
thought, extend Topic 11 of First Grade, adding 
oral description of pictures. If facilities for the 
intelligent teaching of reading are ever furnished, 
means will be at hand to greatly aid in deyeloping 
this topic. But earnest teachers will inyent means. 
Suppose an exercise in sight reading. Let each 
pupil face his classmates, read a portion of some 
interesting story or description, then close the book 
and give an outline of what he has read, or of the 
story from the beginning. The intelligence and 
clearness in expression of children who have been 
well trained in such exercises would be a revelation 
to the ordinary hum-drum teacher. Such exercises 
are impossible with reading books which the chil- 
dren know by heart. 

These exercises in sight reading should occur as 
often as once each week ; twice will be better. The 
children will then have suflBcient time to become 
heartily sick of their text-book in reading. Every 
sight exercise in reading should, to some extent, be 
a language lesson. 

The value of this sort of training, in leading to 
topic recitation, is very great. 

See Note E, at the end of the book. 



SECOND YEAR OR GRADE. 35 

14. 
Abbreviations. 

Meaning and use of ct., cts.^ doz., and those in 
First Grade. Also abbreviations of the names of 
days and months. 

15. 

Written exercises. 

The written exercises should be mainly in the 
construction of such sentences as are called for by 
the different topics. 

The following points may be suggestiye to those 
new to the work : 

a. One or more of the requirements in First 
Grade topics may be combined with one in this 
grade. 

i. Two parts of the same verb may be asked for 
in one sentence. As : 

The cat is lying where she lay last night. 

c. One part of one verb and another of a differ- 
ent verb in one sentence. As : 

Use "saf and "had begun" in one sen- 
tence. 

cL A certain form of a verb with two words 
telling how. 

e. Sentences containing special words may be 
constructed by the pupil or written from dictation. 

/. Sentences like the following may be written 
upon the board and the pupils required to re-write 
them, using more than one throughout : 

The man that is riding in that buggy has 
a horse that has a lame foot. 



36 INSTRUCTION IN ENGLISH, 

g. Sentences may be written upon the board 
containing blanks which are to be filled with ad- 
verbs, or with certain forms of verbs. The chil- 
dren copy them, filling the blanks. 

h. Very short, simple stories may be written 
upon the board, and, after the children have read 
them two or three times, they may write them on 
their slates, the stories on the board having been 
erased. 

i. Very simple stories may be read to the chil- 
dren by one of their own number, and then repro- 
duced upon their slates. Some of these reproduc- 
tions should always be read. 

These, and other plans which will occur to the 
teacher, will furnish work of sufficient difficulty 
for written exercises. 

Care should be taken that the questions are 
plainly stated, and sufficient time given that all 
writing may be very neatly and carefully done. 



The time given to English in this grade should 
be about one hour a day, under the same conditions 
as mentioned for First Grade. Since the children, 
if properly taught, can write readily on entering 
the grade, the time should be about equally divided 
between oral and written exercises, and each given 
every day. 



THIRD YEAR OR GRADE. 



37 



THIKD YEAR OR GRADE. 

1. 
Use of the following terms without defini- 
tions: Noufi — common f proper ^ singular ^ plu- 
ral^ and possessive. 

It is easier to use them than not, and, after a 
little explanation, the children will soon become 
familiar with, and use them correctly. It is not 
necessary to make any parade about the matter, 
but use the terms as occasion requires. 



Hapidly review Topics 1 and 2 of Second 
Grade, and add the use of the following verbs : 



beat 


hit 


shoe 


striye 


bind 


kneel 


shoot 


swear 


bleed 


lay 


show 


swim 


build 


lead 


shrink 


swing 


burst 


lend 


sink 


tell 


dig 


meet 


slay 


weep 


feel 


pay 


spring 


wet 


fight 


send 


stay 


win 


forsake 


set 


stick 


wind 


grind 


shine 


string 


wring 



Teach the orthography of each form of the 
verbs. 

3. 

Use of adjectives after the verbs look, seem^ 
appear^ feel^ taste^ and stnell. 

The country looks beautiful — not beauti- 
fully. 



38 INSTRUCTION IN ENGLISH, 

The apple tastes delicious — not deli- 
ciously. 

The rose smells sweet — not sweetly. 

I feel bad this morning— not badly (if had 

can be used for ill). 

The correctness of the teacher's instruction in 
this topic will very likely be questioned by parents^ 
and the ineyitable question is, ^^ Doesn't pleasantly 
tell Jioio it looks ?" 

By a judicious selection of other adjectives, the 
expressions indicated may easily be shown to be cor- 
rect. 

Nobody would question the following : 

The grass looks green — withered— dry, 
etc. 

You look sick — pale— troubled, etc. 

The fruit tastes sour — rotten— ripe, etc. 

4. 

Use of the different forms of '' who '^ in 
questiofis. 

Who did you see ? Who did you go with ? and 
similar expressions, are used fifty times of tener than 
the correct ones. 

Make the practice as great as possible until the 
difference in the use of tvho and of whom is thor- 
oughly understood. By making such statements 
as the following, and by permitting the children to 
make to each other similar statements, the desired 
sentences will be readily secured. 

I met somebody on the street. 

Whom did you meet ? 



THIRD YEAR OR GRADE, 39 

I gave the apple to somebody. 

To whom did you give it ? 

They came with somebody. 

Henry struck somebody. 

Mary received a present from somebody, 
etc. 

Then ask for the use of who or whom in ques- 
tions, oral and written. 

Then the children may give incorrect sentences 
for correction. 

5. 

Use of ^^ ivho ^^ to refer to persons^ of 
'^ivhlcJi^^ to refer to irrational animals and 
things ivithout life, and of ^'that^^ to refer to 
any of the three. 

•As in the preceding topic, obtain the required 
sentences by means of questions or statements. 

Shall I say, The man which went away has 
returned ? 

The man who went away, or, that went 
away, has returned. 

The dog whom I saw is lame ? 

The dog which I saw, or, that I saw, is lame. 

The horse who is at the door ? 

The horse which is at the door, or, that 
is at the door, etc. 

The answers as given above will show that either 
of two words may be used for each antecedent. 



40 INSTRUCTION IN ENGLISH. 

6. 
Distinction between vowels and consonants* 

As preparatory to the use of the dictionary, the 
children should be able to tell which letters are 
vowels and which consonants, omitting words con- 
taining w and y. They should be able to give the 
long and the short sounds of yowels, and to dis- 
tinguish these sounds when pronounced in words. 

They should be taught to tell quickly the num- 
ber of syllables in a word, which syllable is ac- 
cented, and to change the accent from one syllable 
to another at the direction of the teacher. 



Use and orthography of the folloiving 

wordSf together with a thorough review of 
similar words in preceding grades* 

ail ale him hymn 

aught ought idle idol 

bald bawled leaf lief 

ball bawl need knead 

berry bury pain pane 

bough bow peace piece 

choir quire praise prays 

fair fare presence presents 

forth fourth pride pried 

gait gate pries prize 

groan grown prince prints 

hall haul rain rein reign 

hair hare rap wrap 

heal heel seen scene 



THIRD YEAR OR GRADE. 41 

scent sent cent told tolled 

sees seize seas wade weighed 

sense cents wait weight 

sell cell way weigh 

stake steak weak week 

throne thrown wrote rote 

Use the same devices suggested in Second 
Grade, and others which will suggest themselves. 



Saiue as Topic 8 of Second Crrade, together 
tvith occasional application of Topic 6 of this 
GradCo 

This sort of exercise should be given every day 
throughout the grade work. 
See Note B. 

9. 

Teach the children to avoid the use of : 

Don'^t for cloesnH, 

Like for as. You do your work liTze I do 
mine. 

Funny for queer or strange. That is a 
funny looking house. 

Gute^ and the double abomination, real cute. 
Cute is an abbreviation of acute. 

Some for somewhat. My father is some 
better than he was yesterday. 

Less ior feiver. Henry has made less mis- 
takes than Howard. 

Banister for halustracle. See definition. 

Cupalo for cupola. 

Review similar topics in preceding grades. 



42 . INSTRUCTION IN ENGLISH. 



10. 

Mule for the possessive singular and plu- 
ral of jiounsy and application of the same. 

Teach the rule in three parts, as follows : 

The possessive of singular nouns is formed by- 
adding the apostrophe and s. 

The possessive of plural nouns ending in .<? is 
formed by adding the apostrophe. 

The possessive of plural nouns not ending in s 
is formed by adding the apostrophe and s. 

The learning of the rule will amount to nothing 
without great practice in its application. It can 
be very fairly understood and applied by children 
usually found in Third Grade. 

The use should be limited to a single possessive 
in one sentence. 

11. 

Same as Topic 13 of First Grade. 

12. 
Abbreviations* 

Capt., Col., Gen., Esq., M. (noon), P. M. (af- 
ternoon), A. M. (before noon), Kev., P. S. (post- 
script), P. 0. 

The names of such denominate numbers as 
occur in the grade. 

Be sure that pupils can use these abbreviations. 



THIRD YEAR OR GRADE. 43 



13. 

Oral and written repetition of stories^ in- 
cidentSf and descriptions heard or read^ and 
description of pictures. 

The written productions should be very brief at 
first. However well the children may produce or 
reproduce orally, the first efforts in written compo- 
sition will be yery disappointing to the teacher ; 
but the thorough oral training that they have had, 
together with the correct forming of single written 
sentences, will enable them to make rapid progress 
in extended composition. 

This part of the Third Grade work should be 
begun at once, and continued throughout the 
grade. Written exercises, as indicated in this 
and in the following topic, should occur certain- 
ly twice, and, if possible, three times, each 
week, as it is only by means of careful and 
continued practice that the desired results can be 
secured. 

The plans suggested in Topic 15, Second Grade 
(A and i), should be extended as the age of the 
children will bear. The stories and incidents may 
be read one day and reproduced the next. 

The written description of a picture may follow 
an oral description given the day before. 

For the greater part this work will, of necessity, 
be done with slate and pencil, and it can receive 
only the general attention of the teacher. While 
they are writing she should pass around among the 
children, directing, commending, and criticising. 



44 INSTRUCTION IN ENGLISH. 

When finished, several of the compositions should 
be read by the pupils. 

Once each week the exercise may be written 
upon paper, and the errors marked by the teacher. 
These exercises, when returned, should be re-writ- 
ten, and the errors noted and ayoided. In select- 
ing those to be read to the school, care should be 
exercised, so that the poor writers may not feel 
discouraged. 

14. 

Letier-ivritiug. 

This subject may be, and should be, taught to 
children at a very early age. Begin it in this 
grade, but do not overdo the matter. A little 
child's letter is, of course, a very simple affair ; but 
it may be correct in form, and the sentences cor- 
rectly arranged. 

As an incentive, allow each to send the first 
creditable letter to father or mother through the 
mail, with some commendation of the teacher. 



The time devoted to English in this grade will 
depend, of course, somewhat upon the course of 
study, but it should not be less than forty-five 
minutes each day for an entire division of pupils. 



FOURTH YEAR OR GRADE. 45 



FOURTH YEAR OR GRADE. 

1. 
Use of the terms verb^ pronoun ^ present, 
past^ future^ and perfect^ as applied to verbs. 

It should be understood that perfect has refer- 
ence to the use of have, has, or had with the yerb. 

As in Third Grade, none of the terms are to be 
defined. Their use will soon become familiar to 
the children^ and out of 'this use the definitions 
will come naturally. 

3. 

A limited use of quota tlon~m arks , omitting 
divided or broken quotations. 

This will necessitate the further use of the 
comma. 

Add the use of the exclamation point. 

3. 
Mules for the use of capital letters. 

From the practice already attained the children 
will make rules for most cases. 

In this, as in other branches, rules should fol- 
low and grow out of practice. 

4. 
Mules for forming the plural of nouns. 

The regular plural of nouns is formed by add- 
ing s or es. 

Give sj)ecial rule for nouns ending in y. 



46 INSTRUCTION IN ENGLI3K 

Practice upon forming the plurals of lists of 
nouns ending in o and in/ or fe. 

It is safe to say that nouns ending in o preceded 
by a Yowel form the plural by adding s j but no 
rule applies to the other nouns ending in o, nor to 
those ending in/ and /(5. 

Practice also in forming the possessiye singular 
and plural of these nouns, and using the same in 
sentences. 

5. 

lleview of topics in Second and Third 
Grades. 

• Briefly review Topics 1, 2, 3, 4, and 7 of Second 
Grade, and Topics 2, 3, 4, and 5 of Third Grade. 
Extend Topic 6 to include lo and y. Give thorough 
review and practice in Topic 10, and extend the 
possessive to include names of business firms. 

6. 
Same as Tojnc 8 of Third Grade^ adding 
the use of the dictionary. 

The children should be able to find words 
quickly, and to determine their correct pronuncia- 
tion as readily as their orthography and definitions. 
To this end there should be general exercises in 
finding words, and explanations from the teacher 
and pupils as to determining pronunciation. The 
marks denoting the long and the short sounds 
of the vowels should be learned, together with the 
marks for Italian and broad a. Keference to the 
bottom of the page will answer for the other dia- 
critical marks, as it does with grown people. 



FOURTH YEAR OR GRADE, 



47 



Quickness in finding words should be culti- 
vated and commended. 

As in preyious grades^ a special exercise in pro- 
nunciation should be given daily — even if only for 
two or three minutes. 

See Note B. 

7. 

Use and orthography of the following words 
in addition to review of similar topics in all 
preceding grades. 



air heir 
aisle isle 
altar alter 
all awl 
aloud allowed 
beau bow 
bell belle 
been bin 
better bettor 
bread bred 
dense dents 
dew due 
false faults 
fir fur 
flea flee 
grater greater 
heard herd 
higher hire 
leaf lief 



lie lye 
might mite 
oar ore o'er 
passed past 
quarts quartz 
read reed 
scull skull 
sew so sew 
seam seem 
shone shown 
side sighed 
sighs size 
slay sleigh 
sole soul 
tacks tax 
toe tow 
vain vane vein 
vale veil vail 
waist waste 



48 INSTRUCTION IN ENGLISH. 



Composition and letter-ivriting. 

The suggestions given in Second and Third 
Grades should be followed, and the practice ex- 
tended. 

Compositions of some kind, or letters, should 
be written as often as twice each week — once upon 
slates and once upon paper, the latter to be exam- 
ined and corrected by the teacher. 

Topic recitation may be introduced into this 
grade with great success in connection with Geog- 
raphy. An occasional composition upon a topic 
which has been recited and well discussed will 
form a pleasant exercise. Descriptions of imagin- 
ary journeys may be given in writing after oral ex- 
ercises. 

Letters may be written from cities or countries 
which have formed the subjects of recitations, etc. 

At the end of the Fourth Grade, pupils should 
be able to write with perfect neatness and with 
approximate correctness any simple narrative or 
description in well-arranged sentences and para- 
graphs. 

They should also be able to write and direct a 
letter, correct in form and commendable in mat- 
ter. So far as these two points are concerned, 
pupils on entering the Fifth Grade should present 
more creditable productions than do the average 
graduates of Grammar schools. 



FOURTH YEAR OR GRADE, 49 

9. 
The use of the terms subject and predicate 
in very simple sentences^ and division of sen- 
tences into the same. 

The lame horse — ^walks slowly. 

An old man — is sitting on the piazza. 

Declarative or interrogatiye sentences not more 
difficult than the foregoing. 

The terms suggested are not to be defined^ but 
understood in use. 

10. 

Teach the correct plurals of such words as pail- 
ful, spoonful, etc. 

The use of in and into with verbs indicating 
motion. He walked into the room, and then 
walked in the room. 

The avoidance of plenty for plentfuL Apples 
are not v^xy plenty this year. 

Of lut tvliat for hut that, I don't know but 
what I may leave school. 

Of expect for suppose or suspect. I expect 
that my brother has left the city. (Expect a 
past event.) 

Of anybody else's for anybody^ s else. 

The noun^ and not the adjective, is in the pos- 
sessive case. 

Of stopping for staying. Our friends have 
been stopping at the hotel for a week. 

Quantity for number. Great quantities of 
cattle are raised in Texas. 

Practice upon the correct position of only in 

5 



50 INSTRUCTION IN ENGLISH, 

sentences. This word is oftener misplaced than 
any other in the language. 

12. 
Abbrevialions* 

Names of states and points of compass. 
U. S., U. S. A,, D. C, A. D., Amt., Aid., 
Mt., E. E.;Dr. (debtor), etc., &c. 
Names of denominate numbers. 
Grammatical terms as they occur. 
Similar topics in preceding grades. 

13. 
Same as Topic 13 of First Grade, 

14. 

An examination in this grade may include any 
topic previously given. This is true of any grade 
examination. 



FIFTH YEAR OR GRADE. 

Although definitions and rules will form an 
important part of the study of language from the 
beginning of this grade, they should, as far as pos- 
sible, be made incidental to the study ; that is, 
they should grow out of the children's practice. 
In case definitions are to be learned, it should be 
after they have been explained by the teacher and. 
their application shown, in order that they may 
not be to the child a meaningless jargon of words. 



FIFTH YEAR OR GRADE. 51 

For instance^ a frequent definition for common 
noun is : A common noun is a name which may 
be applied to each individual of a class of ob- 
jects. 

Unless such a definition is ^^torn to shreds^' 
by the questions of the teacher, not one pupil in 
ten will understand it when it is learned. If it is 
not understood, it is better not learned at all. Of 
all the children who learn to rattle off the fore- 
going definition, how many can define the words 
applied, individual, and class, as used in it, and 
illustrate by means of objects ? If this can not be 
done, the work of the teacher is not a success. 

Let the folloiviiig definitions he intelligently 
taught. 

1. 

Definitiodis of subject and predicate. 

Distinction between general or modified, and 
simple or unmodified, subject and predicate. 

2. 

Analysis of sentences ivithin the following 
limits : 

The sentences to be simple, declarative, or in- 
terrogative, with no transposition from the natural 
order in the arrangement of elements. 

The analysis shall consist of classifying the sen- 
tence, naming the general and the simple subject, 
and the general and the simple predicate. 



52 INSTRUCTION IN ENGLISH. 



3. 

Definitions of noun, common and proper 
noiifif person^ number^ and gender^ and of 
each class of the last three. 

Without definition of case the pupils should 
construct sentences containing nouns in the nomi- 
native, the possessive, or the objective case, and 
explain the use of the same. They should also 
determine the case of nouns in any plain sentence 
given them. The nouns in the nominative case 
should be confined to the subjects of finite verbs, 
in the possessive case they should exclude apposi- 
tion, and in the objective they should very closely 
follow the governing word. 

No rules shoald be required, and the applica- 
tion of this topic should be within the limits of 
the sentences analyzed. 



The adjective. 

Definition but no classification of adjectives, 
nor definition of comparison. 

Comparison should be practiced, and its appli- 
cation shown to Topic 7 of Second Grade. Then 
the rule for the use of the comparative and super- 
lative will follow naturally. 

Only those constructions should be given or 
required in which the adjectives precede the nouns 
to which they belong. 

Confine the application of the topic to the class 
of sentences analyzed. 



FIFTH YEAR OR GRADE. 53 

5. 
The verb. 

Definition, principal parts, and classification 
into regular and irregular, transitive and intransi- 
tive, avoiding verbs in passive voice. Definitions 
of terms used in classification. 

Confine the verbs given in sentences for parsing 
to the indicative mode, then each of the six tenses 
should be designated but not defined. 

Agreement of the verb with its subject in per- 
son and number, and the reasons for correction of 
such false syntax as violates this principle of gram- 
mar. 

6. 

The preposition. 

Without definition, name the more common 
prepositions as they occur in sentences analyzed, 
and tell the relation shown by them. 



The pronoun^ 

Definition and declension of personal pronouns. 
Parsing within the limits of the parsing of nouns. 

Exclude definition of declension and the word 
''thou.'' 

8. 

Use of dictionary^ and pronunciation of 
lists of tvords as in previous grades. 

Use of the terms root, prefix^ and suffix, as they 
may be applied to words having English roots only. 



54 



INSTRUCTION IN ENGLISH, 



As in the word dishonestly. What is the root ? 
The prefix ? The suffix ? 

Practice in forming words from English roots^ 
with explanation of the manner in which it is ac- 
complished. Definitions of these words. 

9. 

In addition to review of similar words in 
preceding grades^ present the foUoivlngo 

assistance assistants gamble gambol 

attendance attendants gap gape 
base bass 
beach beech 



grease Greece 
grocer grosser 
guessed guest 
hew hue 
hoard horde 
hoes hose 
hoop whoop 
in inn 
lessen lesson 
levee levy 
links lynx 
loan lone 
mail male 
miner minor 
dependence dependents mussed must 
earn urn nay neigh 

e'er ere night knight 

ewe yew you paced paste 

fellow felloe pedal peddle 

fisher fissure plain plane 

flew flue pore pour 



board bored 
brews bruise 
brows browse 
cellar seller 
chance chants 
chews choose 
colonel kernel 
core corps 
creak creek 
cue queue 
currant current 
dam damn 



FIFTH YEAR OR GRADE. 55 

residence residents soled sold 

right rite write wriglit tense tents 

roar rower tide tied 
soar sore sower sewer 

10. 
Composition-ivriting as in Fourth Grade. 

In addition to writing in school, the pupils may 
occasionally choose a subject and write upon it at 
home. 

A subject, with topics, should be assigned sev- 
eral days before the time for writing upon it in 
school, and the children should been couraged and di- 
rected how to inyestigate and think about it. Pure- 
ly impromptu composition is not very desirable. 

Topics suggested by the text-books, especially 
Geography, will furnish excellent subjects for writ- 
ing, and, when rightly handled, will broaden the 
study of the children, and take it out of text-book 
ruts. 

Descriptions of imaginary journeys, and bio- 
graphical sketches to a limited extent, will be very 

profitable. 

11. 

Letter -writing and business forms. 

An excellent practice will be to tell the children 
two or three days beforehand that the next letter 
will be written from New York, Eome, Paris, or 
some other interesting place. They will seek in- 
formation in regard to the subject mentioned, and 
thus two objects will be promoted. 

Instruction should be given in writing letters 



56 INSTRUCTION IN ENGLISH. 

of application for business situations, and in writ- 
ing answers to adyertisements regarding such situa- 
tions. 

Instruction should also be given in making out 
bills and receipting them, and in writing receipts 
for money. 

12. 

Teach pupils to avoid the use of balance for re- 
mainder. The balance of the evening was 
devoted to amusement. 

To use correctly the word clever. It should 
never be used in the sense of good-natured. 

To use the term die of disease instead of die 
with. 

To use between when referring to two, and among 
when referring to more than two. 

To avoid the use of any for at all One can 
not see any with his eyes closed. 

To use station instead of depot when referring 
to railroads. 

Use of shall and will, and of may and can. 
(Give no rule. ) 

Eeview similar topics in preceding grades. 

13. 
Abbreviations. 

Acct., Hon., Gov., Pres., Co., Jr. or Jun., Sr. 
or Sen., Maj., Lieut., M. D., Messrs., Prof., Dea., 
Supt, U. S. K, U. S. S. 

Similar topics in preceding grades. 



SIXTR YEAR OR GRADE. 57 

14. 
General Exercises. 

There should be an hour set apart as often as 
once each week for the reading of compositions and 
selections^ and for recitations. Selections for read- 
ing or recitation should never be presented without 
the preyious approval of the teacher. 

See Note C. 

15. 

The various tojncs of the previous grades 
must be kept in review. 



SIXTH YEAE OE GEADE. 

1. 
JElementary sounds. 

Classification into vocals^ subyocals, and asj)i- 
rates. 

Analysis of simple words into elementary 
sounds and classification of the sounds, with rea- 
sons therefor. 

Definitions of terms used. 

2. 
Letters. 

Classification into vowels and consonants. 

Make clear distinction between elementary 
sounds with their classification, and letters with 
their classification. 

Diphthong and triphthong. 

Definitions and illustrations of terms used. 



58 mSTRUCTION- IN ENGLISH. 

3. 
Words. 

Classification of words as to number of sylla- 
bles^ simple and compound, primitive and deriva- 
tive. 

Definitions of root, prefix, and sufiix. 

Practice upon forming derivative from primi- 
tive words, with definitions of words so formed, 
and their roots, in order to show the changes in 
meaning. 

Ask for definitions of short lists of words 
formed from the same foreign root, as : dispose, 
suppose, propose, compose; subscribe, describe, in- 
scribe, superscribe, etc. This will call for very 
keen discrimination on the part of the pupils. 

It will not be profitable in this class of words 
to pay much attention to the meaning of the sep- 
arate parts, as the meaning of the word itself will 
very likely not conform to the meaning of the 
parts. Such study can be pursued to advantage 
only when the foreign language is fairly under- 
stood. 

Definitions of all terms used. 

4. 
Parts of speech. 

Show that this is a classification of words, and 
how it is made. 

Definition of part of speech and of each of the 
classes. 



SIXTH YEAR OR GRADE. 59 



The JSToun* 

Exclude nouns in apposition^ nominative abso- 
lute^ nominative independent, and nominative by- 
pleonasm. 

The predicate nominative should be confined to 
its use with the verb be. 

Parsing to be confined to sentences analyzed. 

No rules are to be required in parsing in this 
grade. 

6. 

The personal pronoun. 

The same limitations in construction as applied 
to nouns. 

In the definition for declension, show clearly 
what is meant. Use the terms ^^vary ^^ and ^^ de- 
cline " as interchangeable. 

Correction with reasons, of such false syntax as 
comes under this topic. 

Parsing confined to sentences analyzed. 

7. 
The adjective* 

Classification into limiting and qualifying. No 
classification of limiting adjectives. 

Definition and manner of comparison. Use of 
the adjective with the verb to form the predicate, 
and the designation of such as ''predicate adjec- 
tive." 

Parsing confined to sentences analyzed. 



60 INSTRUCTION IN ENGLISH, 



The verb. 

Confine the instruction to the tenses of the in- 
dicative and potential modes. 

Classification into regular and irregular, transi- 
tive and intransitive. 

Principal parts, voice, modes used, and tense. 

Definitions of all terms used. 

Apply in sentences analyzed. 

9. 
The adverb. 

Use, classification, and comparison. 
Apply in sentences analyzed. 

10. 
The preposition. 

The construction of those in common use as 
found in sentences analyzed. 

11. 
The covjunetion. 

The instruction in this grade would better be 
confined to the co-ordinate conjunctions and, hut, 
or, and nor. Teach the meaning of the word co- 
ordinate, and show why it is applied. Let the 
words mentioned be always designated ^^co-ordi- 
nate conjunctions." 

Subordinate connectives are difficult to under- 
stand. The topic should not be undertaken until 
the different classes of connectives can be thorougly 
comprehended and easily distinguished. 



SIXTH YEAR OR GRADE. 61 

12. 
The interjection. 

To name it as a part of speech is all that should 
be required. 

13. 

Analysis and synthesis of simple sentences. 

The analysis should consist of classifying the 
sentence, naming subject and predicate, and nam- 
ing and classifying their word and phrase modi- 
fiers. Only prepositional phrases should be used. 

Imperative sentences should be omitted. 

Proyided an analysis is plain and comprehen- 
sive, its chief excellence is Irevity, 

Nearly all grammarians have pet terms, and 
pet forms, for analysis. In many cases these are 
the only distinguishing features of their books. 
Some have rested their claim to distinction only 
upon that most superficial of all grammatical hum- 
bugs, the diagram. 

A teacher who has common sense may safely 
discard all these peculiarities, and teach a plain, 
straightforward analysis, that may be understood 
by the pupils taught in any other school. 

Suppose this sentence is to be analyzed : 

Any boy of well-known integrity will cer- 
tainly meet no great trouble in obtaining 
employment. 

Simple, declarative. 

Subject, ioy, modified by the adjective, anyy 
and the adjective phrase, of well-hiown integrity. 

Predicate, ^v^ll have, modified by the adverb. 



62 INSTRUCTION IN ENGLISH. 

certainly, the object^ trouble, and the adverbial 
phrase, in obtaining employment. Trouble is modi- 
fied by the adjectives no and great. 

This disposes of all the elements and shows 
their relation to each other. Anything further is 
useless verbiage, unless some particular construc- 
tion needs attention. 

14. 

Corrections of false syntax. 

Whenever the instruction thus far given war- 
rants it, reasons should be given for corrections 
made. The sentences for correction may be given 
by the teacher, or by the pupils to each other. 

15. 
Use of dictionary f pronunciation and use 
of lists of words as indicated in preceding 
grades. 

16. 
Use and orthography of the following 
words f and review of similar tvords in pre- 
ceding grades. 

ascent assent crewel cruel 

bad bade cymbal symbol 

beer bier Dane deign 

berth birth die dye 

candid candied dire dyer 

ceiling sealing done dun 

cite sight site dost dust 

coat cote draft draught 

council counsel dyeing dying 

crews cruise ewes use yews 



SIXTH YEAR OR GRADE, 



63 



feat feet 
fined find 
foul fowl 
franc frank 
frays phrase 
gilt guilt 
gored gourd 
hail hale 
holy wholly 
innocence innocents 
lade laid 
lacks lax 
leak leek 
mantel mantle 
medal meddle 
meer mere 
mews muse 



might mite 

moat mote 

ode owed 

paired pared 

peal peel 

plough plow 

principal principle 

rice rise (noun) 

rung wrung 

rye wry 

seer sere 

station ary stationery 

tare tear 

throes throws 

vary very 

yial yile viol phial 

yice yise 



17. 
Topics 10, 11, mid 12, of Fifth Grade ^ 
should be practiced and extended. 

These should be considered topics of this grade 
as much as if reprinted in full. 

Add the writing of promissory notes, and giye 
instruction as to transferring them. Other busi- 
ness forms mentioned in Fifth Grade should be 
kept in practice. 

See Notes C, D, and E. 

18. 
Teach pupils to ayoid the use of ^/for whether. 
I don't know if he has finished or not. 



64 INSTRUCTION IN ENGLISH. 

To avoid the absurd use of nicely. 
How are you ? or, How is your health ? 
Nicely^ thank you. 

To know the different parts of speech of the 
word only when used in different positions in the 
same sentence, and the differences in meaning. 

The expressions : The liouse is iuilding, Corn 
is selling, Not much is doi7ig, etc., are correct. It 
does not follow, howeyer, that the passive forms 
are incorrect. 

Thoroughly review all similar topics in preced- 
ing grades. 

19. 
Abhreviations, 

Atty., Anon., Cr, D. D., Do., IST. B., Inst., 
Prox., Ult., Via, Viz., C. 0. D., Vol., Diet. 
Names of denominate numbers. 
Similar topics in preceding grades. 



SEVENTH YEAR OR GRADE. 

1. 
AnalifsiSf synthesis^ and parsing. 

No definite limit can be assigned as to the diffi- 
culty of the sentences. This may be modified by 
the fact that there is to be another year's work in 
the same subject. 

Teach the application of the rules of construc- 
tion, both in parsing and in correcting false syn- 
tax ; but to require the repetition of a rule or of 



SEVENTH YEAR OR GRADE. 65 

definitions for every word that is parsed is worse 
than nonsense. 

For the latter half of the grade^ to name the 
parts of speech and giye the syntax of the words is 
sufficient in parsing. This may be called '' sjm- 
tactical parsing.^' 

Sentences should be considered properly ana- 
lyzed when they have been classified, separated into 
word, phrase, and clause elements, and the relation 
of the elements shown. (See Sixth Grade.) 

In any construction which is figurative or at 
all obscure, the first thing in recitation should bo 
to ascertain whether the pupils understand the 
meaning of the author, and this stady is more im- 
portant than that of analysis. The latter without 
the former is simply groping in the dark. 

Paraphrasing poetry or poetical language is an 
excellent practice. 

2. 

Same as Topic 17 of Sixth Chrade. 

Add the writing and answering of notes of in- 
vitation. 

See Notes C, D, and E. 

3. 
Carefully review Topic 18 ^ Sixth Grade , 
and all similar topics in preceding grades, 

4. 
JRronunciation and use of lists of common 
words liable to mispronunciatioti. 

By the aid of hand-books prepared for the pur- 



66 



INSTRUCTION IN ENGLISH. 



pose, lists of words maybe selected without special 
labor on the part of the teacher. A little memo- 
randum-book should be at hand, and a list of words 
made, as their use in the school-room suggests 
them. 

This exercise will be a great incentiye to indi- 
vidual inyestigation and discrimination in the use 
of words. 

See Note B. 

5. 

Use and orthography of the folloiving 
words^ and review of similar lists in preceding 
grades. 



abbe abbey 
bail bale 
bark barque 
barren baron 
barrenness baroness 
bay bey 
bolder bowlder 
breach breech 
broach brooch 
cannon canon 
canyas canyass 
cast caste 
cede seed 
ceil seal 
chased chaste 
chord cord 
clause claws 
coward cowered 
cousin cozen 



cypress Cyprus 

deyiser deyisor diyisor 

doe dough 

ferrule ferule 

fort forte 

gild guild 

kill kiln 

knaye naye 

liar lyre 

main mane Maine 

maize maze 

marshal martial 

marten martin 

mean mien 

meat meet mete 

metal mettle 

mold mould 

peer pier 

pole poll 



SEVENTH YEAR OR GRADE, 



67 



reek wreak 
rest wrest 
roe row 
rough ruff 
rout route 
sailer sailor 
sane Seine 
serf surf 



tacked tact 
taper tapir 
team teem 
tear tier 
tide tied 
tire Tyre 
wain wane 
waive wave 



Abbreviations 

A. C. or B. C, e. g., A. B. or B. A., i. e., Pro 
tern., Et. Eevo, Et. Hon., Incog., Sec, Dep., 
Dept., Del. (He drew it.) 

Similar topics in preceding grades. 

7. 
Topic recitations. 

The subject of Grammar is less available for topic 
recitation than are most other branches of study. 

One means of such recitation is here indicated. 

A pupil may step to the blackboard, announce 

and define his topic, and, as he classifies, defines 

and illustrates the use of different classes, make a 

diagram upon the board to illustrate his subject. 

Thus: 

f Definite. 
' Articles. 



The' Adjective. 



Limiting. 



Pronominal. 



[Numeral. 



[ Indefinite. 



Qualifying. 



r Cardinal. 
(^ Ordinal. 



Comparison. 



68 INSTRUCTION IN ENGLISH, 

The subject is first announced, the definition 
given and illustrated, and then the word written 
upon the board. 

Adjectives are divided into two general 
classes— limiting and qualifying. Each class 
should be defined, illustrated in a sentence, and 
then the words written upon the board. 

Limiting adjectives are divided into three 
classes. 

After the classes are defined and illustrated, the 
words should be written on the board as before, 
and so on until the subject is finished. The criti- 
cisms of the class will then be in order. 

The same may be giyen without the use of the 
blackboard. 

A pupil may take his place at the board and 
call upon his fellow-pupils to furnish definitions, 
classifications, or illustrations in sentences as he 
shall designate, and he write the diagram upon the 
board as material is furnished ; or, he may write 
the diagram, calling upon other pupils to tell what- 
ever there is to say about any one word which he 
writes, etc. 



EIGHTH YEAK OE GEADE. 

1. 

Analysis, synthesis ^ and parsing of all con- 
structions. 

Do not dwell upon matters witli which the 
pupils are perfectly familiar, and let them thresh 



EIGHTH YEAR OR GRADE. 69 

over old straw which has not a particle of grain 
in it. 

With a class in this grade, to require eyery 
word to be parsed in any ordinary stanza or para- 
graph is a positive waste of time — and that is al- 
ways reprehensible. (See Topic 1^ Seventh Grade.) 

If Grammar lessons are not as interesting to 
pupils as others, the teacher may be certain that 
the trouble lies with herself, and not with the sub- 
ject. 

Topics 2, 3, 4, and 6 of Seventh Grade are to be 
applied in this grade, and need not be re-written. 

The whole subject is to be reviewed and com- 
pleted, so far as Grammar-school work can do it. 

2. 
Use and orthography of the folloiving words ^ 
and review of similar lists* 

adds adz days daze 

adherence adherents demean demesne 

allegation alligation exercise exorcise 

auger augur fain fane feign 

auricle oracle faint feint 

bight bite fate fete 

borough burrow filter philter 

censer censor freeze frieze 

cere sear seer hart heart 

cereal serial impassable impassible 

cession session indict indite 

choler collar invade inveighed 
complement compliment levee levy 

cygnet signet load lode 



'70 



INSTRUCTION IN ENGLISH. 



manner manor 
palate pallet palette 
peak peek pique 
pearl purl 
plait plate 
pleas please 
plum plumb 
port Porte 
radical radicle 
raise rays raze 
real reel 
reck wreck 



rheum room 
rigger rigor 
shear sheer 
seignior senior 
serge surge 
sleight slight 
stile style 
stoop stoup 
subtler suttler 
succor sucker 
suite sweet 
thyme time 



3. 



Abhreviatlonso 

Ibid, or lb., Id., I. H. S., LL. B. or B. L., 
LL. D., MS., MSS., Ph. D., 0. S., K S., Vs., 
Mile., Mme., M. (Monsieur), MM., D. V., E. S. 
V. P., Et al., H. B. M., Sen., Eep. 

Similar topics in preceding grades. 

4. 
Upon any subject with which the pupil is fa- 
miliar he should be able to write intelligently and 
correctly. He should be able to write letters cor- 
rect in form and expression, to write notes of in- 
troduction or inyitation, and to answer the same, 
and to write correctly any ordinary business form. 
This is not too much as a test of written work, and 
the pupil who can not, in Eighth Grade, do what is 
indicated above, should be exceptionally stupid — 
at any rate so far as the English language is con- 
cerned. 



InTOTES. 



A. Topic recitation. 

As a means of cultivating easy use of language 
on the part of pupils, there is nothing that excels 
a well-conducted recitation. 

With a teacher a great point is gained when 
she learns exactly what her business is in a recita- 
tion^ and also learns strictly to mind that business. 

Wheneyer practicable, recitations should be 
topical, and during the recitation of his topic a 
pupil should not be interfered with. Questions 
and criticism haye their proper time, and they 
should come freely, especially from the pupils. 

The ability to recite upon a giyen topic for one, 
two, or three minutes, in well-chosen language, 
without memorizing the text, is inyaluable. Some- 
times the text should be amplified ; sometimes 
condensed. 

In order that topic recitation may be well con- 
ducted, thorough preparation for each day's work 
is necessary on the part of teachers. This is one 
reason, perhaps the main reason, why it is not 
generally adopted. The indolence of teachers leads 



72 mSTRUCTION IN ENGLISH, 

them to prefer to sit behind text-books like ma- 
chines, read questions, and look for answers. 

This disgraceful method, or want of method, is 
still Ycry common, even in what are called good 
schools. In its use the children are not thrown 
upon their own resources for the use of language, 
but answer in single words or disjointed phrases, 
learned yerbatim from the text-book. Sometimes 
whole paragraphs, or eyen pages, are committed to 
memory, and required word for word. Thus the 
pupil is made to imitate the teacher, and become 
another machine. It is high time that such abomi- 
nable practices were ruled out of schools. 

B. Apparatus, 

While it is true that the articles that come 
under this head are of the greatest assistance in 
teaching, and that they should be supj)lied to eyery 
school at public expense, still, the earnest and in- 
genious teacher can and will supply their place. 

If reference-books are not furnished, she will 
haye to do without them, but maps, charts, geo- 
metrical solids, and eyen a globe, may be gotten up 
for the occasion. The yery earnestness which will 
lead to procuring these things will lead to their 
efficient use. 

Heayy manilla paper, a common marking brush 
and a bottle of marking ink, will furnish material 
for all the maps and charts needed. A common 
pine easel, about fiye feet high, securely jointed at 
the top, will furnish a conyenient mounting for the 
articles mentioned. If the sheets of paper are fas- 



NOTES, 73 



tened at the top, they may be so turned as to show 
either side, or to show succeeding pages. One side 
of the easel may be devoted to lists of words select- 
ed for pronunciation and use in sentences, as de- 
scribed in the several grades. The other to outline 
maps, arithmetical charts, etc. 

The words for the exercises in pronunciation 
should be carefully selected, first from words within 
the vocabulary of the children, then from their 
text-books and other sources. Most teachers will 
find that this exercise is a dangerous one without 
special preparation on their own part, for the 
dictionary will furnish constant surprises in the 
pronunciation of hundreds of very common 
words. 

By having the words selected and arranged in 
lessons, a great deal may be accomplished in a very 
short time. Each lesson or group should contain 
not more than four, five, or six words, according 
to the age of the pupils. 

The using of words in sentences in order to 
show the child's knowledge of their meaning is 
much better than giving definitions, especially in 
the primary grades. In fact, the practice of de- 
fining words, as usually conducted in these grades, 
amounts to little else than a burlesque. 

C. Selections for general exercises. 

The selections for reading or recitation should 
be only such as have been approved by the teacher. 
The tendency with children is to look for some- 
thing humorous. While this is permissible for 

7 



U INSTRUCTION IN ENGLISH, 

occasional exercises, if carried to excess very poor 
results will follow. 

The taste of children may be controlled and 
gradually led to seek such selections as will elevate 
and strengthen character. This will require liter- 
ary research on the part of the teacher, than which 
nothing, certainly, can be of greater benefit, both 
to herself and to her pupils. 

In the primary grades, the committing of single 
sentences or stanzas containing especially beautiful 
thoughts, or of short selections for concert recita- 
tion, is a most excellent practice. A store of such 
selections should be gathered, so that something 
may be called for every day. 

D. General exercises^ 

These exercises, as to frequency and arrange- 
ment, must be regulated for the wants of each 
school. They should be dignified in character, 
and carefully arranged, so that pupils will respect 
as well as enjoy them. 

They should not become tiresome through too 
great length, either as a whole or as to parts. 

The recitation, in a clear voice, of a short sen- 
timent by each pupil of the class, or of a certain 
section of it, makes a very pleasant feature of such 
exercises. 

As often as once each month selections and 
quotations maybe made, as largely as possible, from 
the works of a certain author. His life and longer 
works may furnish the subjects of essays. A gen- 
eral discussion of the author and his writings may 



NOTES, 75 



follow. This will prove exceedingly interesting 
and profitable. 

An hour each week, for which careful prepara- 
tion has been made, given to essays, readings, reci- 
tations, discussions, sentiments, and singing, may 
be made the pleasantest hour of the week to both 
pupils and teacher. 

E. Sight reading. 

It will not be necessary to discuss the impor- 
tance of presenting fresh reading matter to pupils. 
The need of it is felt by all teachers, especially by 
those teaching primary schools. Before finishing 
their reading-books, three fourths of the pupils in 
these grades can repeat any of the lessons verbatim, 
if the first half dozen words are given them as a 
starter. 

Pupils in the First Grade should be taught to 
read script, and then the blackboard and crayon 
will furnish means for an inexhaustible supply of 
fresh reading matter. Printing upon the board is 
a waste of time, and teaching children to print is 
a worse one. They can learn to write in the same 
time that the printing requires. New words should 
be carefully added to their reading lessons, and 
each word that is presented should be learned as a 
unit and not as a combination of letters or sounds. 

A fresh lesson may be furnished every day, or 
twice a day, not of new words, but new combina- 
tions of those that are somewhat familiar, always 
woven into sentences or stories that will interest 
the children. 



76 INSTRUCTION^ IN ENGLISH. 

The lesson may be written while the children 
are grouped around the teacher, striving to read as 
fast as she writes. This will arouse great eagerness. 

For other grades two or three different books 
or sets of books may be obtained by almost any 
teacher. Three of a kind will answer very nicely. 
Two of them may be in the hands of pupils, and 
so passed from one to another as to waste no time. 

After reading a part of the lesson, the pupil 
may repeat the substance of what he has read, or 
others may repeat what they have heard. No diffi- 
culty will be experienced in securing attention. 

If no better plan is practicable, one book or 
paper may be made to answer the purpose, and 
certainly anybody can secure that. Geographies, 
when well written, may well be used as reading 
books. 

Interesting paragraphs may be cut from news- 
papers, and these handed to different members of 
the class, both for a reading and language exercise. 

At all events, sight reading should occur once 
or twice each week. Besides teaching reading, it 
will banish the humdrum from the school-room. 

F. Cultivating literary taste. 

When a child can read fluently and intelli- 
gently at sight, the teacher's work with him, so 
far as the manner of his reading is concerned, may 
be considered pretty well done. It is not at all 
necessary for the school-teacher to try to fit him 
for public reading, nor for the stage. 

The question as to what the child shall read is 



NOTES. 



one of the greatest importance, and, strange to 
say, it is one that receives but yery little attention, 
either in school or out of it. 

The reasons why parents do not guide and con- 
trol in this matter arise from yarious causes ; igno- 
rance, want of interest, want of time (imaginary 
but potent), and want of literary training or taste. 

To be sure, no outline of study calls for atten- 
tion to this subject from the teacher ; but it is 
one of such interest and importance that no true 
teacher, after once haying thought seriously of the 
matter, can shirk its responsibilities. 

The minds of children craye food as eagerly as 
do their bodies. If left to themselyes they will 
seek that which excites their emotions only ; but 
which will be as unwholesome for mental nutri- 
ment as would be a diet of sweetmeats for bodily 
nourishment. 

This subject should receiye the earnest atten- 
tion of all teachers, certainly of grammar grades. 
Each teacher should study and think about it, and 
make lists of books and periodicals which can be 
conscientiously recommended to children. Parents 
in general will be yery glad of such assistance, and 
in many cases will cheerfully procure the books 
recommended. 

Of course, there are many standard books which 
may be chosen on account of their reputation, but 
there should be no doubt about the fitness of any 
book on the list. A short list of which the teacher 
is certain will be much better than a long one of 
which she has any doubt. 



INSTRUCTION IN ENGLISH, 



Perhaps no more valuable plan can be deyised 
than that lately so successfully tried and adopted 
in the Wells School of Boston. Copies enough of 
the same book are obtained so that each pupil of 
the class is supplied. On a given evening, once a 
week, instead of studying the regular lessons, all 
are expected to read a certain portion of the book. 
The next day it is discussed in class, and extracts 
are read in illustration. This forms a most inter- 
esting literary exercise. As a language exercise its 
beneficial effects are remarkable. 

The books for the trial were given by a public- 
spirited citizen. As yet, the public library does 
not furnish books for this purpose. Any library 
certainly could not do a nobler work. 

Fortunately, the cheap publications of the pres- 
ent day place it within the power of any teacher of 
a sufficiently advanced grade to try the experiment. 
Excellent books for the- purpose may be found 
in the Franklin Square or Seaside Library, and 
obtained for ten or fifteen cents each. Any pupils 
would be glad to buy them, provided the subject 
is presented in the proper manner. 

Keeping a record of the books read by pupils 
will stimulate and control the habit of reading. 
The mere idea of reporting to his teacher will often 
deter a pupil from reading trashy books. In con- 
demning any book the teacher should make the 
pupil understand the reason of its hurtfulness. 

One plan is for the teacher to have a blank- 
book, in which each pupil shall have a space for 
each month. At the end of the month the pupil 



UNGRADED SCHOOLS. 79 

may hand in a written list of the books he has 
read, together with the names of their authors. 

These may be recorded in the book referred to 
by one of the pupils. The teacher should look 
over the list, and giye or withhold her approval of 
the books, as the case requires. As often as once 
each quarter the result of each pupiFs reading may 
be announced. 

In this way much lasting good will be accom- 
plished. The dangerous classes in the community 
are not the readers of good books. 

A teacher's aim should be to study, not how 
little work and responsibility the letter of the law 
may demand, but how she can be of the greatest 
benefit to the children under her charge, both as 
to their adyancement in learning while there, and 
also as to the formation of habits which will pro- 
mote the happiness and usefulness of their whole 
lives. 



U]S"GEADED SCHOOLS. 

The question of presenting language-lessons in 
ungraded schools is, in many cases, a difl&cult one^ 
on account of the numerous demands upon the 
time of the teacher. But, of all poor excuses 
offered for neglected work, the '^ want of time '' is 
the poorest ever invented. Time and means are 
never lacking with an indomitable will. 

There is a multiplicity of classes, to be sure — 
greater than is necessary or profitable — in most 



80 INSTRUCTION IN ENGLISH. 

cases. But^ take the classes as they are, they are 
usually small, and in the summer-time very small ; 
so that the children may receiye much more indi- 
vidual attention than in the large graded schools 
of the towns. The freshness and earnestness of 
these young country lives make the work of a 
competent teacher peculiarly effective. 

Especially the summer term then, when the 
teacher's attention is almost entirely given to the 
smaller children of the neighborhood, is the time 
for language-lessons, and upon the topics laid 
down in this course of instruction. The teacher 
may choose from them as her judgment directs, 
but technical Grammar and the text-book will be 
of very questionable utility ; in fact, they are in 
most cases a hindrance. 

The school, which will rarely exceed fifteen or 
twenty pupils in average attendance, may be di- 
vided into two classes or forms, and each receive a 
half hour's instruction each day. 

No alarm need be felt about classifying the 
pupils, for the little fellows will enter into the ex- 
ercises with great spirit, and catch the points pre- 
sented almost as readily as the older pupils. When 
it comes to criticism, they will command respect 
by the sharpness of their thrusts. 

This work is confidently commended to the 
teachers of these schools because the author has 
taught them, '^boarded around,'' and superin- 
tended them, and believes nothing would awaken 
greater interest, or be more profitable, than well- 
presented lessons in the English language. 



LIBRARY OF CONGRESS 




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